Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNResearchpeer-review

Abstract

This paper reports on a small-scale intervention that explored perseverance in mathematical reasoning in children aged 10–11 in an English primary school. The
intervention facilitated children’s provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverance
because of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditions
that impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.
Original languageEnglish
Title of host publicationProceedings of the Ninth Congress of the European Society for Research in Mathematics Education
EditorsKonrad Krainer, Naďa Vondrová
Place of PublicationPrague, Czech Republic
PublisherCharles University in Prague, Faculty of Education and ERME
Pages1131-1138
ISBN (Print)9788072908448
Publication statusPublished - 2015

Fingerprint

cognition
primary school
interaction

Keywords

  • Perseverance
  • mathematical reasoning
  • affect

Cite this

Barnes, A. (2015). Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect. In K. Krainer, & N. Vondrová (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1131-1138). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.
Barnes, Alison. / Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. editor / Konrad Krainer ; Naďa Vondrová. Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME, 2015. pp. 1131-1138
@inproceedings{472d1bf9a8ca4a60b450bffc94721091,
title = "Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect",
abstract = "This paper reports on a small-scale intervention that explored perseverance in mathematical reasoning in children aged 10–11 in an English primary school. Theintervention facilitated children’s provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverancebecause of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditionsthat impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.",
keywords = "Perseverance, mathematical reasoning, affect",
author = "Alison Barnes",
year = "2015",
language = "English",
isbn = "9788072908448",
pages = "1131--1138",
editor = "Krainer, {Konrad } and Vondrov{\'a}, {Naďa }",
booktitle = "Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education",
publisher = "Charles University in Prague, Faculty of Education and ERME",

}

Barnes, A 2015, Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect. in K Krainer & N Vondrová (eds), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Charles University in Prague, Faculty of Education and ERME, Prague, Czech Republic, pp. 1131-1138.

Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect. / Barnes, Alison.

Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. ed. / Konrad Krainer; Naďa Vondrová. Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME, 2015. p. 1131-1138.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNResearchpeer-review

TY - GEN

T1 - Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect

AU - Barnes, Alison

PY - 2015

Y1 - 2015

N2 - This paper reports on a small-scale intervention that explored perseverance in mathematical reasoning in children aged 10–11 in an English primary school. Theintervention facilitated children’s provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverancebecause of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditionsthat impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.

AB - This paper reports on a small-scale intervention that explored perseverance in mathematical reasoning in children aged 10–11 in an English primary school. Theintervention facilitated children’s provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverancebecause of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditionsthat impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.

KW - Perseverance

KW - mathematical reasoning

KW - affect

UR - http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME9_Proceedings_2015.pdf

M3 - Conference contribution with ISSN or ISBN

SN - 9788072908448

SP - 1131

EP - 1138

BT - Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education

A2 - Krainer, Konrad

A2 - Vondrová, Naďa

PB - Charles University in Prague, Faculty of Education and ERME

CY - Prague, Czech Republic

ER -

Barnes A. Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affect. In Krainer K, Vondrová N, editors, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. 2015. p. 1131-1138